1. Presenting a Parents’ Meeting

2. Objectives of the session To support schools to deliver parents’ literacy meetings; To develop parents’ understanding of how schools teach literacy; To discuss the role of parents in developing literacy skills.

3. Overview of the pack Presenter’s pack Parents’ pack Both packs look at Speaking and Listening and Reading and Writing

4. Organising a Parents’ Meeting The materials are designed to be used flexibly; - Use whole pack for one parents’ meeting on literacy - Use units to deliver separate meetings on Speaking and Listening, Reading and Writing; Decide on the best time for the meeting; Whole school commitment to the meeting.

5. Practicalities Venue; Meet and greet; Refreshments;Resources; Arrangement of room and meeting; Clear agenda. Some of these may seem obvious, but if you are a new co-ordinator it can be quite daunting.

6. Activity Imagine you have to organise a parents’ meeting for your school. Discuss with a partner: Most suitable venue; Time; Who would be involved; Arrangement of room; What messages you want to give.

7. The Literacy Hour Shared Reading and Writing; Shared Word and Sentence Work; Guided Reading and Writing; Independent work; Plenary.

8. Speaking and Listening Key messages: Speaking and Listening come before reading and writing; Face to face contact is crucial; Talk is about comment and response; it is about sharing; Good talking involves: looking;listening; turn taking:

9. Speaking and Listening Activity Discuss some of the speaking and listening activities you do in the school.

10. Some ideas for helping with speaking and listening Younger children Older children Refer to page 1 of parents’ booklet

11. Reading Key messages: Success in reading is fundamental to success in school; Reading is all about acquiring meaning; i.e. for enjoyment, information and understanding; It is not a performance; Extract from computer manual.

12. An extract taken from a computer manual According to the previous ATA/IDE hard drive transfer protocol, the signalling way to send data was in synchronous strobe mode by using the rising edge of the strobe signal. The faster strobe rate increases EMI, which cannot be eliminated by the standard 40-pin cable used by ATA and ultra ATA.

13. Reading in school Shared reading Guided reading Independent reading Personal reading Focused reading activities Reading across the curriculum Class novels

14. Issues around reading Home readers Guided reading Hearing readers Discuss how you organise the reading diet in your school

15. The Searchlight Model PhonicContextGrammar Word recognition Talk through activities exemplified in handout

16. Help with reading at home Make reading visible; have books available in your home Share books every day; Boys need to see that reading is something men do; Parents’ pack: Reading to your child Your child reading to you Difficult words

17. Writing Key messages Writing has to be taught – it doesn’t arise spontaneously; Written language is different from spoken language; The writer is separated from the reader by time and space; Writing is more concise and explicit than speech; A wide range of reading is important for building up a knowledge of written language.

18. Children’s writing does not arise spontaneously. It is a direct reflection of the talk, teaching, and most importantly, reading that the child is exposed to. “Your best writers are always readers. They are the children who consume books greedily. That it why they can write - they have read so much that they have internalised the patterns, the flow of language, and are able to draw upon this storehouse of stories.” Pie Corbett

19. Writing in school Developing dexterity; Left or right hand? Modelling writing; Teaching specific skills – transcription; Teaching content – composition; Teaching text type Presenting outcomes.

20. Stages of different writing development

21. Scribbles

22. Linear Scribbles

23. Pseudo-Letters

24. Actual Letters

26. Invented Spellings

27. Conventional words

28. Help with writing at home Provide materials; Value children’s attempts; what they have to say is more important than accuracy; Model under, never on top of, children’s writing; Emphasise the importance of ‘talk for writing’ Provide opportunities to write; Try to ensure that boys have male role models

29. Resources www.standards.dfes.gov.uk/parentalinvolvement www.parentcentre.gov.uk Resource booklets offering advice on all aspects of school life and the parents’ role;